Outcome 4.6 A student identifies and describes energy changes and the action of forces in common situations.
4.6.3 electrical energy
a) associate electricity with energy transfer in a simple circuit
b) construct and draw circuits to show transfer of energy
This is a short simulation that show the transfer of electricity in a circuit by demonstrating it with the glow of a light bulb. It goes through short scenarios about circuits such the functioning of a switch and what happens when extra light bulb are added. It also provided a simple summary quiz at the end of the simulation to help students understand/review the key points presented in the simulation on circuits.
This simulation can be used before running an experiment where students are required to create their own circuits. It would provide a good revision activity of concepts that they already know and provide them with ideas that they can try on their circuits to see if what was shown in the simulation can be reproduced through experiment. For those that don't know much about circuits it provides a clear and simple demonstration of how it works through a few scenarios.
Outcome 4.8: A student describes features of living things.
4.8.5 humans
a) describe the roles of the digestive, circulatory, excretory, skeletal and respiratory systems in maintaining humans as functioning organisms.
The virtual body simulation provides a stimulating and visual approach to looking at the body systems in a 3D and interactive manner. The simulation provides a narrated tour of the selected topic where the student can move at their own pace through the information provided. It also provides 3D interactive diagrams where students can mouse over a certain section and learn more about it, e.g. a description of the parts of the heart.
This simulation can be included into a lesson when looking at the functioning of he human body. It will provide students with more life like diagrams and interactivity compared to looking at a 2D picture. It can be coupled with a worksheet with questions that cover the modules in the simulation, allowing the students to be engaged and make notes of the key information presented about the workings of the heart or the brain.
Cells Alive is a website that can be use by all students doing stage 4-6 course work. It provides a variety of simulations of not only animal and plant cells, but also simulations for the processes of mitosis and meiosis. Students can easily access these and use them as tools for revision or as a point of reference when introduced to these topics in the classroom. It also provides a set of quizzes that students can use to review what they know about the topic of cell biology.
The simulation shown in the screenshot above is about cell models. It can be used in the classroom when introducing stage 4 students to the cell and the various organelles that constitute a typical animal or plant cell. Students can work at their own pace reviewing each of the cell organelles and their function in maintain the cell and they can also use it as a tool for comparing similarities and differences between animal and plant cells. This can be achieved with a simple worksheet with diagrams of cells indicating what feature students should pay attention too, and asking them to write three key points in regards to the feature and then perhaps getting them to compare animal and plant cells in a Venn diagram to see which organelles are present in both cells and which are only found in specific cells.
Outcomes 4.8: A student describes features of living things.
4.8.1 cell theory
b) identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, chloroplast
Outcome 5.9: A student relates the development of the universe and the dynamic structure of Earth to models, theories and laws and the influence of time.
5.9.4 natural events
e) explain how interactions of plate boundaries may result in earthquakes, volcanic activity and new landforms.
The volcano explorer provides student with an active 3D model of the world so they can clearly and easily visualize the locations of tectonic plate boundaries around the world. Not only that it also places the locations of active volcanoes onto the globe so that students can also see where they lie in comparison with those of tectonic plate boundaries. Utilising these two facts, students are able to use this simulation to explain the location of these tectonic boundaries to the existence of volcanoes and volcanic activities. Students can engage themselves also with a create your volcano game, where the students can experiment and see what type of volcanoes they create and watch them erupt.
Fear of Physics is a physics based websites that offers a range of simulations that students can use and explore to help them visualise and better understand some of the concepts. For example, in the classroom the teacher may tell the students that they will be covering the topic of friction for the lesson. To help the students understand friction better the teacher may refer them to click the What is friction? module in the Visual Physics tab. Students can then work through this module individually as it provides them with some background information about friction, a small video explaining friction, a small quiz that they can use to test their understanding of friction and also an experimental simulation on friction as shown in the second screenshot above. Furthermore, teachers can use the module as a revision of friction for students prior to a practical session to refresh what students have already learned so they can better understand what is happening when conducting the experiment.
Outcome 4.6: A student identifies and describes energy changes and the action of forces in common situations.
4.6.7 frictional force
a) describe friction as a contact force which opposes motion
b) identify everyday situations where friction acts.
1: Circuit Experiment Simulation
Website: http://www.engineeringinteract.org/resources/siliconspies/flash/concepts/experimenting.htm
Outcome 4.6 A student identifies and describes energy changes and the action of forces in common situations.
4.6.3 electrical energy
a) associate electricity with energy transfer in a simple circuit
b) construct and draw circuits to show transfer of energy
This is a short simulation that show the transfer of electricity in a circuit by demonstrating it with the glow of a light bulb. It goes through short scenarios about circuits such the functioning of a switch and what happens when extra light bulb are added. It also provided a simple summary quiz at the end of the simulation to help students understand/review the key points presented in the simulation on circuits.
This simulation can be used before running an experiment where students are required to create their own circuits. It would provide a good revision activity of concepts that they already know and provide them with ideas that they can try on their circuits to see if what was shown in the simulation can be reproduced through experiment. For those that don't know much about circuits it provides a clear and simple demonstration of how it works through a few scenarios.
2: The Virtual Body
Website: http://medtropolis.com/virtual-body/
Outcome 4.8: A student describes features of living things.
4.8.5 humans
a) describe the roles of the digestive, circulatory, excretory, skeletal and respiratory systems in maintaining humans as functioning organisms.
The virtual body simulation provides a stimulating and visual approach to looking at the body systems in a 3D and interactive manner. The simulation provides a narrated tour of the selected topic where the student can move at their own pace through the information provided. It also provides 3D interactive diagrams where students can mouse over a certain section and learn more about it, e.g. a description of the parts of the heart.
This simulation can be included into a lesson when looking at the functioning of he human body. It will provide students with more life like diagrams and interactivity compared to looking at a 2D picture. It can be coupled with a worksheet with questions that cover the modules in the simulation, allowing the students to be engaged and make notes of the key information presented about the workings of the heart or the brain.
3: Cells Alive
Website: http://www.cellsalive.com/
Cells Alive is a website that can be use by all students doing stage 4-6 course work. It provides a variety of simulations of not only animal and plant cells, but also simulations for the processes of mitosis and meiosis. Students can easily access these and use them as tools for revision or as a point of reference when introduced to these topics in the classroom. It also provides a set of quizzes that students can use to review what they know about the topic of cell biology.
The simulation shown in the screenshot above is about cell models. It can be used in the classroom when introducing stage 4 students to the cell and the various organelles that constitute a typical animal or plant cell. Students can work at their own pace reviewing each of the cell organelles and their function in maintain the cell and they can also use it as a tool for comparing similarities and differences between animal and plant cells. This can be achieved with a simple worksheet with diagrams of cells indicating what feature students should pay attention too, and asking them to write three key points in regards to the feature and then perhaps getting them to compare animal and plant cells in a Venn diagram to see which organelles are present in both cells and which are only found in specific cells.
Outcomes 4.8: A student describes features of living things.
4.8.1 cell theory
b) identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, chloroplast
4: Volcano Explorer
Website: http://dsc.discovery.com/convergence/pompeii/interactive/interactive.html
Outcome 5.9: A student relates the development of the universe and the dynamic structure of Earth to models, theories and laws and the influence of time.
5.9.4 natural events
e) explain how interactions of plate boundaries may result in earthquakes, volcanic activity and new landforms.
The volcano explorer provides student with an active 3D model of the world so they can clearly and easily visualize the locations of tectonic plate boundaries around the world. Not only that it also places the locations of active volcanoes onto the globe so that students can also see where they lie in comparison with those of tectonic plate boundaries. Utilising these two facts, students are able to use this simulation to explain the location of these tectonic boundaries to the existence of volcanoes and volcanic activities. Students can engage themselves also with a create your volcano game, where the students can experiment and see what type of volcanoes they create and watch them erupt.
5: Fear of Physics
Website: http://www.fearofphysics.com/index.html
Fear of Physics is a physics based websites that offers a range of simulations that students can use and explore to help them visualise and better understand some of the concepts. For example, in the classroom the teacher may tell the students that they will be covering the topic of friction for the lesson. To help the students understand friction better the teacher may refer them to click the What is friction? module in the Visual Physics tab. Students can then work through this module individually as it provides them with some background information about friction, a small video explaining friction, a small quiz that they can use to test their understanding of friction and also an experimental simulation on friction as shown in the second screenshot above. Furthermore, teachers can use the module as a revision of friction for students prior to a practical session to refresh what students have already learned so they can better understand what is happening when conducting the experiment.
Outcome 4.6: A student identifies and describes energy changes and the action of forces in common situations.
4.6.7 frictional force
a) describe friction as a contact force which opposes motion
b) identify everyday situations where friction acts.